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The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions Consistency in performance should consider the organisation and individual context within which work takes place

Access and equity considerations	All workers in community services should be aware of access equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment	This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged Resource requirements for assessment of this unit include access to a workplace or an accurately simulated environment where assessment may take place

Method of assessment	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment the remainder should be assessed through realistic simulations projects previous relevant experience or oral questioning on What if scenarios Assessment of this unit of competence will usually include observation of processes and procedures oral andor written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

Range Statement



The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Diversity of young people includes:	Aboriginal and/or Torres Strait Islander young people Culturally and linguistically diverse young people Cultures associated with differing socioeconomic backgrounds Diverse family experiences and family of origin Diverse sexualities - heterosexual, bisexual, gay and lesbian Gender differences - young women, young men, transgender young people Young migrants, refugees and asylum seekers Young people from diverse geographical locations, urban, suburban, rural, remote, regional, transient Young people from diverse youth cultures, and sub cultures Young people with a disability Young people with diminished health status

Appropriate communication strategies and techniques	Effective communication techniques including: active listening (reflecting and questioning) adaptation to purpose body language community languages complexity of content language levels and styles normalising and summarising physical and sensory contact reframing and challenging tone Use communication strategies that are appropriate to the young person, including: access to hidden populations of young people via third party peers consideration of abilities and any technical aids cultural protocols, sensitivities and awareness gestures interpreters language location and proximity relevant content signed visual

Youth culture and sub cultures include:	As defined by the groups of young people with whom worker has contact and can include: shared experiences within ethnicity based groups shared interest and ideologies shared social practices and rituals, religion and spirituality other Value the importance youth cultures challenge and promote change to broader community

Development of the young person may include:	Core themes could include: autonomy and agency experimentation and risk taking behaviour identity interests, different personalities and abilities personal and collective meaning sexuality supportive networks, friendships, family and other Physical development Psychological and emotional development

Activities and resources to promote diversity include:	Avoid stereotypes and generalisations about young people Challenging assumptions of existing world views e.g. hetero-sexism, racism Enjoyment of young people and a genuine commitment to the well being and value of young people in the community Establish welcoming and inclusive youth spaces, work environment and community settings Inclusive attitudes and behaviours of staff and volunteers Inclusive organisation policies that promote cultural competence, inclusion and anti-discrimination Not under-estimating or over-estimating young people Promote positive images that represent diversity in work practices e.g. printed resources, art works, posters etc Where appropriate seek to understand and challenge discriminatory behaviours and attitudes of young people and other key stakeholders Work creatively to celebrate diversity

Youth centred practices include:	Always seek to engage with young people to hear and understand their perspective in all issues related to them Commitment to the young person as primary client and all other stakeholders as secondary Consideration of the young person and the ir experiences as unique Prioritise the young person's experiences, goals and concerns in all work practices

Work with the young person may include:	Community education with young people Community work with young people Education support work Group work with young people Individual youth work

Power inequities in the professional relationship may include:	Age and physical appearance Authoritative positioning Developmental imbalances Economic disadvantage Information and life skills Perceived or real power differentiation Vulnerability and experiences of the young person

Principles of ethical decision-making includes:	Appropriate use of professional and person power Commitment and skills to be able to work within the organisation ideology, culture and belief system when making ethical decisions Identify the organisation culture and ideology Recognise the impact of values and beliefs upon practice

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CHCYTH401B - Engage respectfully with young people

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement